Workplace Educators' Interpretations of Their Assessment Practices: A View through a Critical Practice Lens

Autor/inn/en	Trede, Franziska; Smith, Megan
Titel	Workplace Educators' Interpretations of Their Assessment Practices: A View through a Critical Practice Lens
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 2, S.154-167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.803026
Schlagwörter	Foreign Countries; Clinical Teaching (Health Professions); College Faculty; Allied Health Occupations Education; Physical Therapy; Hermeneutics; Semi Structured Interviews; Discussion; Workplace Learning; Teacher Attitudes; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Physiotherapie; Hermeneutik; Diskussion; Lehrerverhalten; Schulnote; Studentische Bewertung; Australien
Abstract	In this paper, we examine workplace educators' interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data was scrutinised to understand relational and critical dimensions of assessment practices. Findings revealed that participants were socialized into assessment practices. They were aware of the challenges, and they grappled with the tension between their practice-based judgments and documentation of competence. Despite this tension, there was a reluctance to move their awareness of practice tensions towards emancipatory action which could relieve these tensions. We conclude that it is important to acknowledge the judgements which inform assessment practice and the tensions assessors feel between objective and subjective assessments. Assessors who deliberately engage with these tensions can emancipate their assessment practices towards a critical, wise and self-defining practice that nurtures lifelong learning in students and assessors alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10